Overview

This 30-minute session concludes the “Easter Explorations: Love and Sacrifice” unit for Reception to Year 2 children (ages 3-7) at a small rural C of E school in Cumbria. It aligns with the National Curriculum for England, fostering understanding of Christianity through the Easter story, values of love, kindness, and forgiveness, and encouraging personal reflection and creative expression.

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National Curriculum Links

Religious Education (RE) – Christianity

• Understanding Christianity: People, Stories and Beliefs
• EYFS / Reception: Understanding key Christian concepts through storytelling, reflecting on own experiences, recognising values such as kindness and love.
• KS1 (Year 1 & 2): Reflect on Christian festivals, especially Easter, recognising themes of love, sacrifice, and forgiveness. Express understanding through discussion, art, and simple writing.

Statutory Framework references:

• Understanding the impact of beliefs on individuals, families and communities
• Asking questions and expressing own ideas
• Expressing ideas creatively in response to their learning

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Learning Objectives (‘I can...’ statements)

• All pupils:

  • I can remember what Easter means and why it is important to Christians.
  • I can talk about the values of love, kindness, and forgiveness.
  • I can create an Easter card to show what I have learned.

• Extended for KS1:

  • I can write a short poem about Easter values or share a personal story about these values.

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Success Criteria

• Reflect clearly on the values of Easter (love, kindness, forgiveness).
• Create a meaningful Easter card that uses words and/or pictures to express their understanding.
• (Extension) Compose a simple poem or personal story that relates to Easter values.

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Resources

• Cardstock or folded blank cards
• Coloured pens, crayons, stickers
• Pre-prepared card templates (for scaffolding)
• Visual prompts (Easter symbols, picture story sequence)
• Large paper + markers for group discussion notes
• Example poem displayed for inspiration
• Quiet reflection music or soft hymn (optional)

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Lesson Structure

Time	Activity	Description	Differentiation
0-5 mins	Introduction & Reflection Circle	Gather children seated in a circle (indoors or outdoors). Use simple questioning: “What have we learnt about Easter? What does love/kindness/forgiveness mean to you?” Note key words on large paper to support those struggling with vocab. Use carefully chosen images and story sequencing cards as prompts.	Use picture prompts to help SEN/EYFS children participate. Support with targeted questions; allow non-verbal responses.
5-15 mins	Group Discussion on Values	Facilitated talk about how we can live out values of love and kindness in school, home, and community. Use examples from children’s lives. Teacher models language for forgiveness (“Sometimes we make mistakes, how can we say sorry?”). Children contribute ideas; teacher scribe.	EYFS/Reception contribute with words or drawings in their communication style; older KS1 children can provide examples from experience.
15-25 mins	Easter Card Making	Children create their own Easter cards to express the values and lessons learned. Provide card templates for those needing it; encourage more able children to write messages or short poems inside. Access to various creative materials enables sensory engagement.	Support pupils with physical difficulties by providing adapted tools; challenge advanced learners to add a personal story or poem inside card.
25-30 mins	Sharing & Extension Briefing	Invite volunteers to share their cards or poems with the class. Recap the importance of these values all year round. For early finishers or next session: invite them to write a short poem about Easter values to deepen reflection.	Oral sharing option for less confident writers; extension for advanced writers to create their own poem or related story.

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Differentiation Strategies

• Support:

  • Use visual aids and concrete examples.
  • Provide card templates and word banks with simple phrases (“Love,” “Kindness,” “Forgiveness,” “Happy Easter”).
  • Offer one-to-one or small group supported time if needed.
  • Allow drawing instead of writing for younger/EYFS children.

• Challenge:

  • Encourage writing simple sentences or poems about values.
  • Invite children to relate Easter values to personal events/situations.
  • Promote use of descriptive language and connection to other subjects (e.g., expressive art or literacy).

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Assessment & Observations

• Teacher observes participation in reflection discussion noting understanding of values.
• Review completed Easter cards for evidence of value comprehension and personal expression.
• Note any children who produce poems or stories for extension, assessing language use and depth of understanding.
• Informal one-to-one feedback as children work to scaffold or extend ideas.

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Reflection for the Teacher

• How engaged were children during reflection? Did the visuals and discussion prompts support understanding?
• Did children express knowledge of Easter values in their cards or discussions?
• Were SEN and EYFS pupils supported effectively? Did the creative task enable all to participate and succeed?
• Could the extension poetry activity be expanded in future lessons to more fully integrate literacy and RE?

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Wow Factor Idea

“Value Trail” Outdoor Gallery: After the lesson, use the school outdoor space for an “Easter Values” gallery walk where children’s cards and poems are displayed on a string or branches outside. Invite parents, other classes, and community members (reflecting school’s rural and community ethos) to celebrate children’s work, reinforcing the real-world importance of these Christian values.

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This plan balances deep reflection with creative output, meets statutory requirements and national curriculum aims for KS1 RE, and respects your mixed-age, mixed-ability setting. It also thoughtfully incorporates Rosenshine’s emphasis on review, modelling, scaffolding, and small steps to nurture confident, whole-child learning.